Description:Higher education in recent decades with challenges and issues such as virtual classes, global communication, global economy, collaborative classes, customer or audience rights movement, intertwined learning, experience-based education, learning organization, borderless education, localization and responding to needs. local and regional issues and these issues have caused higher education systems to try to redefine, revise, modify and change their missions, goals and processes, and in this redefinition, put quality as the main focus of their activities. Based on this, adherence to quality standards and continuous improvement of the quality of higher education should be considered one of the fundamental priorities of all higher education systems.
In the changing global conditions, education in general and higher education institutions in particular play a very important role in the growth and development of societies. One of the challenges facing higher education institutions is the one-dimensional focus on hardware issues and not paying attention to the content and pedagogical aspects. Most managers and officials of universities spend an important part of their energy on physical issues and facilities and pay less attention to the teaching of professors and the quality of students' learning. In the discussion of the organizational structure of the university, there is practically no place for lesson planning and the quality of teaching and learning, and only the students' evaluation of the professors is sufficient as the only measure of the professors' teaching quality. Quality teaching in higher education requires correct and innovative planning and modeling. In the literature of higher education planning and topics related to quality, various models for realizing quality have been analyzed by experts. In this book, while dissecting the concept of quality in higher education, the multi-stakeholder lesson planning model, quality teaching and the principles of its characteristics, useful and practical policies for the realization of quality teaching, the professional lecturer and his place in quality teaching and the underlying factors for the realization of quality teaching are discussed. It has been reviewed and at the end of the criteria, index and checklists for evaluating the realization of the policies have been introduced